Resumo

SOLON, Thiago Falcão; OLIVEIRA NETA, Adelaide de Sousa  e  FALCAO, Giovana Maria Belém. Theoretical Perspectives of Continuing Education in Atendimento Educacional Especializado: a study in dissertations and theses. Rev. Diálogo Educ. [online]. 2024, vol.24, n.82, pp.1172-1191.  Epub 21-Out-2024. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.24.082.ao09.

In times of inclusive education, continuing training for Atendimento Educacional Especializado (AEE) teachers, an important Special Needs Education service in Brazil, has become a key goal for the implementation of this recent and challenging teaching paradigm. Theories and theoretical references surrounding the subject also deserve attention as they were somehow redirected in line with the assumptions of school inclusion. Based on Vigotski's cultural-historical psychology, the article aims at approaching the theoretical perspectives adopted in proposals of continuing education for teachers working with AEE. Due to the qualitative nature of the research, the paper is a State of the Art and took the Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) as database. The data survey resulted in seven theses, which were analyzed based on Content Analysis. Although there are recognized advances from the perspective of inclusive education, the study showed that the confluence between different theoretical approaches is urgent in continuing training for AEE. The eclecticism of theories makes the AEE teachers generic professionals who are adapted and formatted to respond to a certain purpose, without clear theoretical foundations about their teaching performance. It is imperative to think of a collective and transformative training, in which the meanings produced by the teachers help them to overcome, in a critical way, the contradictions that involve their performance and training.

Palavras-chave : Continuing training; Atendimento Educacional Especializado; Inclusion..

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